Reading aloud is an important activity to prepare children to succeed in learning to read.
Many Hispanic children have reading difficulties and therefore are at increased risk for school failure.
We conducted a prospective, randomized, controlled study to evaluate the effectiveness of a literacy promoting intervention delivered to low-income Hispanic families with infants.
We consecutively enrolled 135 low-income Hispanic parents of healthy 5 to 11 month old infants.
Families were randomly assigned to an intervention (n=65) or control (n=70) group.
At enrollment and at two consecutive well-child visits, pediatricians gave intervention families : 1) an age-appropriate bilingual children's book, 2) a bilingual handout explaining the benefits of reading to children, and 3) literacy-promoting anticipatory guidance.
Ten months after enrollment we reinterviewed 130 parents.
Both groups were comparable at baseline.
At follow-up, intervention parents were more likely to read books with their child at least 3 days/week (intervention=66% vs control parents=24%) and to report that reading books was one of their three most favorite things to do with their child (intervention=43% vs controls=13%). Intervention families also had a greater number of children's books and total books at home. (...)
Mots-clés Pascal : Etats Unis, Amérique du Nord, Amérique, Epidémiologie, Enfant, Homme, Ethnie, Latinoaméricain, Pauvreté, Prévention, Trouble apprentissage, Trouble langage, Lecture, Education santé, Efficacité, Randomisation, Parent, Promotion santé, Relation parent enfant
Mots-clés Pascal anglais : United States, North America, America, Epidemiology, Child, Human, Ethnic group, Latinamerican, Poverty, Prevention, Learning disability, Language disorder, Reading, Health education, Efficiency, Randomization, Parent, Health promotion, Parent child relation
Notice produite par :
Inist-CNRS - Institut de l'Information Scientifique et Technique
Cote : 99-0271801
Code Inist : 002B18D04C. Création : 16/11/1999.